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題名 高中職學生學業成績影響因素之探討
Factors Affecting Academic Achievement of Students in Senior High School
作者 褚馥瑜
Chu, Fu Yu
貢獻者 吳文傑
Jack, Wu
褚馥瑜
Chu, Fu Yu
關鍵詞 台灣教育長期追蹤資料庫（TEPS）
學業成績
個人特徵
家庭背景
學生生活
Taiwan Education Panel Survey(TEPS)
academic achievement
personal characteristics
family background
the life of students
日期 2013
上傳時間 1-Sep-2014 13:52:14 (UTC+8)
摘要 　　本研究採用「台灣教育長期追蹤資料庫」（TEPS）調查結果，對台灣地區高中職學生個人特徵、家庭背景以及學生生活進行次級資料分析，探討各種因素與學業表現之關聯性。\n　　本研究選取資料庫中之9,750樣本數，以資料庫綜合分析能力測驗成績作為應變數，選取性別及手足數目等12個自變數，以Logit Model為實證模型分析，再以Ordered Probit Model進行實證結果穩健性檢驗（Robustness Check），發現兩者結果呈現一致性，本研究發現：\n一、男性成績較女性成績為佳，曾經或現在就讀資優班者成績較為優異。\n二、家庭手足數目對學生學業成績表現有負向影響，雙親教育程度、家庭收入愈高及家庭文化資本愈豐富對子女學業表現有正向顯著影響；家庭親子關係、父母閱讀頻率對於子女學業表現則無顯著影響。\n三、補習、參加社團活動以及校隊培訓對學業成績有正向影響；打工及結交行為偏差朋友則對學業成績有負向影響。\n　　本研究提出教育政策方向建議如下：\n一、建議文創產業主管機關以差別取價之價格誘因方式提高親子參與藝文活動之意願，並持續鼓勵文創產業提供學校學生及家長參與藝文展演活動機會。\n二、教育主管機關應持續執行對（中）低收入戶子女學雜費補助之政策，並建立對高中職學校社團活動之管理制度，另應加強學生品性教育管理。
This study analyzes the association between personal characteristics, family background, the life of students and academic achievement of students in senior high school. The data have adapted Taiwan Education Panel Survey (TEPS).\n The research has used 9,750 samples in the database. The dependent variable is the test scores of students while the independent variables are gender, the number of sibling, etc. This study has used Logit Model for empirical analysis and Ordered Probit Model for robustness check of the results. The research findings indicate that both models have similar conclusions, which are shown as follows.\n Firstly, the academic achievement of males is better than that of females. Moreover, students who are in the gifted and talented class have a better performance than those who are not in. Secondly, the number of sibling has a negative effect on academic achievement; whereas the education background of the parents, income and cultural capital of the family are as the opposite. The frequency of reading and the relationship between parents and children have no significant influence on academic achievement. Thirdly, the student who goes to cram school or participates in extracurricular activities has a positive influence on his/her academic achievement. However, the student with the part-time job or bad-behavior friends has a negative influence on his/her academic achievement.\n Therefore, the authorities should encourage parents and their children to participate in cultural activities through offering economic incentives and the tuition subsidies for low-income households continuously.
參考文獻 一、中文部分\n江芳盛（2006）。國中學生課業補習效果之探討。台北市立教育大學學報，37（1），131-148。 \n吳淑女（1994）。青少年學生聯課活動參與與學業成就和教育期望之關係－中、美之比較。台灣教育，523，24-29。\n吳慧瑛（2007）。家庭背景與教育成就：五個出生世代的比較分析。人口學刊，34，109-143。 \n林怡秀（2001）。提早入學資優生之追蹤研究報告。資優教育期刊，79，13-17。\n張春興、陳李綢（1978）。國小男女生學業成績的性別差異與其教師性別差異的關係。教育心理學報，10，21-33。 \n張春興（1986）。對國中、國小學生及父母的訪問調查報告。行政院研考會委託研究報告，未出版。\n張苙雲（2003）。台灣教育長期追蹤資料庫：第一波高中職五專學生問卷資料（C00124_A）（原始數據）。取自中央研究院調查研究專題中心學術調查研究資料庫http://srda.sinica.edu.tw\n張苙雲（2003）。台灣教育長期追蹤資料庫：第一波高中職五專家長問卷資料（C00124_G）（原始數據）。取自中央研究院調查研究專題中心學術調查研究資料庫http://srda.sinica.edu.tw\n莊奕琦、賴偉文（2008）。影響教育成就的因素及九年國民義務教育政策效果評析：台灣實證。人文及社會科學集刊，20（1），22-65。 \n陳義汶、呂佳陵（2012）。國中生數學成績與性別差異之相關研究。國民教育學報，9，121-145。\n曾晏慧（2005）。國小資優班畢業生之追蹤研究－以臺中市太平國小為例。資優教育研究，5（1），113-132。 \n曾曉東（2008）。家庭教育支出的階層差異及其社會意義。北京師範大學教育學報，4(6)，80-86。\n黃富順（1974）。影響國中學生學業成就的家庭因素。師大教育研究所集刊，16，383-486。\n黃敏雄（2008）。班級同質程度、家庭背景及數學表現：運用雙重差分法的跨國分析。臺灣社會學刊，40，1-44。\n楊孟麗、譚康榮、黃敏雄 （2003）。台灣長期教育追蹤資料庫：心理計量報告：TEPS 2001分析能力測驗（第一版）。中央研究院調查研究專題中心學術調查研究資料庫（管理單位、釋出單位）。\n楊睿哲（2008）。打工行為對於大學入學及就業之影響－以北台灣高中職學生為例。國立臺灣大學農業經濟學研究所碩士論文，未出版，台北。\n劉正（2006）。補習在臺灣的變遷、效能與階層化。教育研究集刊，52（4），1-33。\n薛承泰（1996）。影響國初中後教育分流的實證分析：性別、省籍、與家庭背景的差異。臺灣社會學刊，20，49-84。\n二、英文部分\nBecker, G. S. (1993). Human Capital (3rd Ed.). Chicago: The University of Chicago Press.\nBlake, Judith (1985). Number of Siblings and Educational Mobility. American Sociological Review, 50, 84-94.\nBrooks-Gumn, J.E. (1993). Do neighborhoods influence child and adolescent development? American Journal of Sociology, 99, 353-395.\nBourdieu, P. (1977). Reproduction in Education, Society, Culture. Beverly, Hills, CA: Sage.\nCard, D. (1999). The Causal Effect of Education on Earnings. Handbooks of Labor Economics Vol.3A. Amsterdam: Elsvier.\nChu, C. Y., R. S. Tsay, & R. R. Yu. (2005). Intergenerational Transmission of Sex-specific Differential Treatments: The Allocation of Education Resources among Siblings. 2005 Conference on Panel Study of Family Dynamics, Institute of Economics.\nCooper, D.L., Healy M.A., & Simpson J. (1994). Students development through involvement : Specific changes over times. Journal of College Student Development, 35(2), 98-102.\nDatcher,L. (1982). Effects of community and family background on achievement.　Review of Economics and Statistics, 64(1), 32-41.\nDowney, Douglas B. (1995). When Bigger is better : Family Size, Parental Resources, and Children’s Educational Performance. American Sociological Review, 60, 746-761.\nDerosier, M. E., Kupersmidt, J. B., & Patterson, C. J. (1994). Children’s academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65, 1799-1813.\nE. Stearns & EJ. Glennie (2010). Opportunities to participate: Extracurricular activities distribution across and academic correlates in high schools. Social Science Research, 39(2), 296-309.\nGage, N.L. & Berliner, D. C.(1975). Educational psychology. Chicago: Rand McNally College Publishing Co.\nGuay, F., Boivin, M. & Hodges, E. V. E. (1999). Predicting change in academic achievement : A model of peer experience and self-system processes. Journal of Educational Psychology, 91(1), 105-115.\nGuilford, J.P.(1971). The nature of human intelligence. New York: McGraw-Hill. \nHaveman, R., Wolfe, B., and Spaulding, J. (1991). Childhood events and circumstances influencing high school completion. Demography, 28, 133-157.\nHeltberg, R. and N. Johannesen. (2002). How Parental Education Affects Child Human Capital: Evidence from Mozambique, Discussion Paper. Institute of Economics, University of Copenhagen.\nHilton, T.L., & Berglund, G.W. (1974). Sex differences in mathematics achievement. Journal of educational Research, 67, 231-423.\nHuang, F.M. (2000). The impact of childhood events on educational achievement: A sibling study. Taiwan Economic Review, 28, 425-450.\nLien, H.-M., Wu, W.-C. & Lin, C.-C.(2008). New evidence on the link between housing environment and children`s educational attainments. Journal of Urban Economics, 64(2), 408-421.\nMaccoby, E. E. (1966). Sex differences in intellectual functioning. In E. Maccoby(ed). The development of sex differences. Stanford: Stanford University Press.\nMaitra, P. (2003). Schooling and Educational Attainment: Evidence from Bangladesh. Education Economics, 11(2), 129-153.\nParish, W. and R. J. Willis. (1993). Daughters, Education, and Family Budgets,\nTaiwan Experiences. Journal of Human Resources , 28(4), 863-898.\nSandefur, G. D., McLanahan, S., and Wojtkiewicz, R.(1992). The effects of our parental marital status during adolescence on high school graduation. Social Forces,71, 103-121.\nStanley, J. C. & Benbow, C. P.(1983). SMPY’S first decade: Ten years of posing problems and solving them. The journal of Special Education,17(1), 11-25.\nStearns, E. & Glennie, E.J. (2010).Opportunities to participate: Extracurricular activities’ distribution across and academic correlates in high schools. Social Science Research, 39(2), 296–309.\nTerman, L. M., & Orden, M. H. (1959). The gifted group at mid life:Thirty-five year’s follow-up of the superior child. In L. M. Terman(Ed.). Genetic studies of genius (Vol.V). Stanford University Press.\nTyler, L. (1965). The psychology of human differences (3rd ed.). New York: Appleton-Century-Crofts.
描述 碩士
國立政治大學
行政管理碩士學程
101921202
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101921202
資料類型 thesis
dc.contributor.advisor 吳文傑zh_TW
dc.contributor.advisor Jack, Wuen_US
dc.contributor.author (Authors) 褚馥瑜zh_TW
dc.contributor.author (Authors) Chu, Fu Yuen_US
dc.creator (作者) 褚馥瑜zh_TW
dc.creator (作者) Chu, Fu Yuen_US
dc.date (日期) 2013en_US
dc.date.accessioned 1-Sep-2014 13:52:14 (UTC+8)-
dc.date.available 1-Sep-2014 13:52:14 (UTC+8)-
dc.date.issued (上傳時間) 1-Sep-2014 13:52:14 (UTC+8)-
dc.identifier (Other Identifiers) G0101921202en_US
dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=77923-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 行政管理碩士學程zh_TW
dc.description (描述) 101921202zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 　　本研究採用「台灣教育長期追蹤資料庫」（TEPS）調查結果，對台灣地區高中職學生個人特徵、家庭背景以及學生生活進行次級資料分析，探討各種因素與學業表現之關聯性。\n　　本研究選取資料庫中之9,750樣本數，以資料庫綜合分析能力測驗成績作為應變數，選取性別及手足數目等12個自變數，以Logit Model為實證模型分析，再以Ordered Probit Model進行實證結果穩健性檢驗（Robustness Check），發現兩者結果呈現一致性，本研究發現：\n一、男性成績較女性成績為佳，曾經或現在就讀資優班者成績較為優異。\n二、家庭手足數目對學生學業成績表現有負向影響，雙親教育程度、家庭收入愈高及家庭文化資本愈豐富對子女學業表現有正向顯著影響；家庭親子關係、父母閱讀頻率對於子女學業表現則無顯著影響。\n三、補習、參加社團活動以及校隊培訓對學業成績有正向影響；打工及結交行為偏差朋友則對學業成績有負向影響。\n　　本研究提出教育政策方向建議如下：\n一、建議文創產業主管機關以差別取價之價格誘因方式提高親子參與藝文活動之意願，並持續鼓勵文創產業提供學校學生及家長參與藝文展演活動機會。\n二、教育主管機關應持續執行對（中）低收入戶子女學雜費補助之政策，並建立對高中職學校社團活動之管理制度，另應加強學生品性教育管理。zh_TW
dc.description.abstract (摘要) This study analyzes the association between personal characteristics, family background, the life of students and academic achievement of students in senior high school. The data have adapted Taiwan Education Panel Survey (TEPS).\n The research has used 9,750 samples in the database. The dependent variable is the test scores of students while the independent variables are gender, the number of sibling, etc. This study has used Logit Model for empirical analysis and Ordered Probit Model for robustness check of the results. The research findings indicate that both models have similar conclusions, which are shown as follows.\n Firstly, the academic achievement of males is better than that of females. Moreover, students who are in the gifted and talented class have a better performance than those who are not in. Secondly, the number of sibling has a negative effect on academic achievement; whereas the education background of the parents, income and cultural capital of the family are as the opposite. The frequency of reading and the relationship between parents and children have no significant influence on academic achievement. Thirdly, the student who goes to cram school or participates in extracurricular activities has a positive influence on his/her academic achievement. However, the student with the part-time job or bad-behavior friends has a negative influence on his/her academic achievement.\n Therefore, the authorities should encourage parents and their children to participate in cultural activities through offering economic incentives and the tuition subsidies for low-income households continuously.en_US
dc.description.tableofcontents 第一章 緒論 1\n　　第一節 研究動機與目的 1\n　　第二節 研究內容與方法 3\n　　第三節 研究架構與流程 8\n第二章 文獻回顧 9\n　　第一節 個人特徵對成績影響 9\n　　第二節 家庭背景對成績影響 10\n　　第三節 學生生活與行為對成績影響 12\n第三章 研究設計 15\n　　第一節 資料來源 15\n　　第二節 研究範圍 16\n　　第三節 變數選取 18\n　　第四節 模型建立 28\n　　第五節 變數預期方向 30\n第四章 實證結果與分析 36\n　　第一節 敘述統計分析 36\n　　第二節 實證結果分析 44\n第五章 結論與建議 54\n　　第一節 結論 54\n　　第二節 建議 57\n參考文獻 60zh_TW
dc.format.extent 1527869 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0101921202en_US
dc.subject (關鍵詞) 台灣教育長期追蹤資料庫（TEPS）zh_TW
dc.subject (關鍵詞) 學業成績zh_TW
dc.subject (關鍵詞) 個人特徵zh_TW
dc.subject (關鍵詞) 家庭背景zh_TW
dc.subject (關鍵詞) 學生生活zh_TW
dc.subject (關鍵詞) Taiwan Education Panel Survey(TEPS)en_US
dc.subject (關鍵詞) academic achievementen_US
dc.subject (關鍵詞) personal characteristicsen_US
dc.subject (關鍵詞) family backgrounden_US
dc.subject (關鍵詞) the life of studentsen_US
dc.title (題名) 高中職學生學業成績影響因素之探討zh_TW
dc.title (題名) Factors Affecting Academic Achievement of Students in Senior High Schoolen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 一、中文部分\n江芳盛（2006）。國中學生課業補習效果之探討。台北市立教育大學學報，37（1），131-148。 \n吳淑女（1994）。青少年學生聯課活動參與與學業成就和教育期望之關係－中、美之比較。台灣教育，523，24-29。\n吳慧瑛（2007）。家庭背景與教育成就：五個出生世代的比較分析。人口學刊，34，109-143。 \n林怡秀（2001）。提早入學資優生之追蹤研究報告。資優教育期刊，79，13-17。\n張春興、陳李綢（1978）。國小男女生學業成績的性別差異與其教師性別差異的關係。教育心理學報，10，21-33。 \n張春興（1986）。對國中、國小學生及父母的訪問調查報告。行政院研考會委託研究報告，未出版。\n張苙雲（2003）。台灣教育長期追蹤資料庫：第一波高中職五專學生問卷資料（C00124_A）（原始數據）。取自中央研究院調查研究專題中心學術調查研究資料庫http://srda.sinica.edu.tw\n張苙雲（2003）。台灣教育長期追蹤資料庫：第一波高中職五專家長問卷資料（C00124_G）（原始數據）。取自中央研究院調查研究專題中心學術調查研究資料庫http://srda.sinica.edu.tw\n莊奕琦、賴偉文（2008）。影響教育成就的因素及九年國民義務教育政策效果評析：台灣實證。人文及社會科學集刊，20（1），22-65。 \n陳義汶、呂佳陵（2012）。國中生數學成績與性別差異之相關研究。國民教育學報，9，121-145。\n曾晏慧（2005）。國小資優班畢業生之追蹤研究－以臺中市太平國小為例。資優教育研究，5（1），113-132。 \n曾曉東（2008）。家庭教育支出的階層差異及其社會意義。北京師範大學教育學報，4(6)，80-86。\n黃富順（1974）。影響國中學生學業成就的家庭因素。師大教育研究所集刊，16，383-486。\n黃敏雄（2008）。班級同質程度、家庭背景及數學表現：運用雙重差分法的跨國分析。臺灣社會學刊，40，1-44。\n楊孟麗、譚康榮、黃敏雄 （2003）。台灣長期教育追蹤資料庫：心理計量報告：TEPS 2001分析能力測驗（第一版）。中央研究院調查研究專題中心學術調查研究資料庫（管理單位、釋出單位）。\n楊睿哲（2008）。打工行為對於大學入學及就業之影響－以北台灣高中職學生為例。國立臺灣大學農業經濟學研究所碩士論文，未出版，台北。\n劉正（2006）。補習在臺灣的變遷、效能與階層化。教育研究集刊，52（4），1-33。\n薛承泰（1996）。影響國初中後教育分流的實證分析：性別、省籍、與家庭背景的差異。臺灣社會學刊，20，49-84。\n二、英文部分\nBecker, G. S. (1993). Human Capital (3rd Ed.). Chicago: The University of Chicago Press.\nBlake, Judith (1985). Number of Siblings and Educational Mobility. American Sociological Review, 50, 84-94.\nBrooks-Gumn, J.E. (1993). Do neighborhoods influence child and adolescent development? American Journal of Sociology, 99, 353-395.\nBourdieu, P. (1977). Reproduction in Education, Society, Culture. Beverly, Hills, CA: Sage.\nCard, D. (1999). The Causal Effect of Education on Earnings. Handbooks of Labor Economics Vol.3A. Amsterdam: Elsvier.\nChu, C. Y., R. S. Tsay, & R. R. Yu. (2005). Intergenerational Transmission of Sex-specific Differential Treatments: The Allocation of Education Resources among Siblings. 2005 Conference on Panel Study of Family Dynamics, Institute of Economics.\nCooper, D.L., Healy M.A., & Simpson J. (1994). Students development through involvement : Specific changes over times. Journal of College Student Development, 35(2), 98-102.\nDatcher,L. (1982). 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